A articulação dos saberes docentes nos Projetos Pedagógicos do Curso de Licenciatura em Ciências Biológicas da Universidade Federal de Roraima: uma análise curricular à luz da matriz do saber

Abstract

This study seeks to understand how theory and practice intertwine in the didactic-methodological training of future science teachers, through a comparative analysis of the Pedagogical Projects of the Biological Sciences Undergraduate Program at the Federal University of Roraima, referring to the years 2011 and 2023. The objectives are to identify how this articulation is expressed in the documents, to map the pedagogical components, and to analyze continuities, advances, and challenges in curricular integration. It is a qualitative and documentary study, grounded in the knowledge matrix of Arruda and Passos (2017) and the criteria for analyzing Practice as a Curricular Component (PCC) proposed by Boton and Tolentino-Neto (2019). The results indicate that the 2011 PPC was organized around technical rationality, with pedagogical disciplines concentrated in specific periods and practices restricted to supervised internships, in a fragmented manner and poorly integrated with the specific content. In contrast, the 2023 PPC presents significant progress, with the distribution of practical activities throughout the course, greater integration between pedagogical and disciplinary content, the inclusion of outreach activities, and the appreciation of regional contexts. Thus, the curricular reformulation represents an important step toward consolidating a critical and contextualized teacher education, aligned with contemporary teaching demands, although it still requires continuity and further development to achieve full effectiveness.